Understanding the effect of e-learning on individual performance: The role of digital literacy
By Soheila Mohammadyari, Harminder Singh. Comput. Educ., 2015
507 citations recorded by the source corpus.
Subfields: Communication, Information Systems and Management, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/483ea6123c1338f616445e66c686d02866f18b60
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In Information Systems and Management
In Sociology and Political Science
Citations in the corpus
- Learning, Student Digital Capabilities and Academic Performance over the COVID-19 Pandemic (2021, background): “Thus, researchers have linked digital literacy to learners’ individual characteristics through knowledge acquisition and either self-regulation to explain how students adapt their learning process accordingly [34], or academic performance to explore the effects of digital literacy on learning proces”
- Factors Influencing University Students’ Behavioral Intention to Use Generative Artificial Intelligence: Integrating the Theory of Planned Behavior and AI Literacy (2024, unknown): “…in the education field have emphasized the importance of technology-related literacy (such as ICT literacy and digital literacy) in shaping university students’ expectations and behavioral intention to use technological tools (Jong et al., 2018; Mac Callum et al., 2014; Mohammadyari & Singh, 2015).”
- AI Literacy: Definition, Teaching, Evaluation and Ethical Issues (2021, background): “Know and understand AI: All 18 articles conceptualize AI literacy as educating learners about acquiring fundamental concepts, skills, knowledge and attitudes that require no prior knowledge. On top of being the end users of AI applications, learners should understand the technologies behind. Burgste”
- Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment (2016, background): “…technology has further lowered the barrier of differentiated teaching and helped to overcome time and space constraints in traditional teaching models, thereby moving students from the passive reception of knowledge to more active learning approaches (Liu et al., 2012; Mohammadyari & Singh, 2015).”